Ditch the duplicate content. Stop using canned (manufacturer-provided) product descriptions and opt for high quality, enticing copy on your product pages.
Add originality to your product pages with consumer reviews or tips for using the products.
Offer recommended items or other upsells/cross-sells on product pages.
Double-check long tail keyphrases against your content to ensure relevancy.
Include social media elements on your page. Ways to share on Twitter, Facebook and more boost links back to your product pages. Showing a feed of Twitter (or other social media feedback) on the page can also boost original content and encourage additional links.
The Future of Web 2.0
An interview with WSU's Gary Brown
By Mary Grush
02/27/08
As director of Washington State University's Center forTeaching, Learning, and Technology, Gary Brown has stewarded theacceptance and growth of online learning, forged faculty developmentprograms for early adopters and laggards alike, and struggled with theissues of assessment and accountability. But Brown sees morecomprehensive changes ahead, especially as Web 2.0 technologies becomewidespread. We're already well down the path to what somecall a 'Web 2.0 world.' Is Web 2.0 having a transformative impact onhigher education? We actually need to begin thinking aboutmoving to the next generation of online learning in a Web 2.0 orLearning 2.0 world, in which a variety of tributaries are starting tocome together: demographics, technology, accountability, and thegeneral direction of education. But so far, instead of transforming thetraditional classroom with online learning, we've merely transposed itto what is now the traditional course management system [CMS] orcollaboration and learning environment [CLE].
Right now, we'veonly swapped the little red schoolhouses for the little online boxes wecall course management systems. Students enroll, read postedinformation, and maybe listen to podcasts. A few of the moresophisticated students have some kind of electronic discussion withother students in the class, but the instructor is still at the centerof the classroom. That model, pedagogically as well as for all kinds ofpractical purposes, is starting to lose its effectiveness. Are changing student demographics contributing to a need to alter the model? Whenthat model arose, we had a smaller percentage of the population inhigher education, and people were committed to that kind of anapproach. Now, a postsecondary education is increasingly perceived as anecessity for success in the world, and we've recognized generally thatwe need to have a college-educated population. Our workforce demandsit.
Yet, full-time undergraduates are no longer the dominantpopulation. Fifty percent of our college population goes to communitycolleges and must work, and continue to work. That population will beincreasing. And about 50 percent of the college population is"swirling" now; students are taking courses from multiple colleges anduniversities-from at least two institutions, and sometimes more. Whatdoes that mean for the curricular coherence of programs built uponthose little online boxes?
Q: how to have safe e-com?
The Future of Web 2.0
An interview with WSU's Gary BrownWe're already well down the path to what somecall a 'Web 2.0 world.' Is Web 2.0 having a transformative impact onhigher education? We actually need to begin thinking aboutmoving to the next generation of online learning in a Web 2.0 orLearning 2.0 world, in which a variety of tributaries are starting tocome together: demographics, technology, accountability, and thegeneral direction of education. But so far, instead of transforming thetraditional classroom with online learning, we've merely transposed itto what is now the traditional course management system [CMS] orcollaboration and learning environment [CLE].
Right now, we'veonly swapped the little red schoolhouses for the little online boxes wecall course management systems. Students enroll, read postedinformation, and maybe listen to podcasts. A few of the moresophisticated students have some kind of electronic discussion withother students in the class, but the instructor is still at the centerof the classroom. That model, pedagogically as well as for all kinds ofpractical purposes, is starting to lose its effectiveness.
Are changing student demographics contributing to a need to alter the model? Whenthat model arose, we had a smaller percentage of the population inhigher education, and people were committed to that kind of anapproach. Now, a postsecondary education is increasingly perceived as anecessity for success in the world, and we've recognized generally thatwe need to have a college-educated population. Our workforce demandsit.
Yet, full-time undergraduates are no longer the dominantpopulation. Fifty percent of our college population goes to communitycolleges and must work, and continue to work. That population will beincreasing. And about 50 percent of the college population is"swirling" now; students are taking courses from multiple colleges anduniversities-from at least two institutions, and sometimes more. Whatdoes that mean for the curricular coherence of programs built uponthose little online boxes?